IV 

113TH CONGRESS 

2D SESSION H. RES. 623 

Recognizing the importance of dyslexia and other specific learning disabilities 

and promoting research, education, and awareness. 

IN THE HOUSE OF REPRESENTATIVES 

JUNE 12, 2014 

Mrs. BEATTY (for herself, Mr. CARSON of Indiana, Ms. NORTON, Mr. JOHNSON of Georgia, Mr. RUPPERSBERGER, Mr. HIMES, Ms. SHEA-PORTER, 

Ms. BROWNLEY of California, Ms. KUSTER, Ms. JACKSON LEE, Ms. LEE

of California, Ms. LOFGREN, Mr. PAYNE, Mr. RANGEL, Mr. SWALWELL

of California, Mr. SHERMAN, Mr. QUIGLEY, Mr. STIVERS, and Ms. 

KELLY of Illinois) submitted the following resolution; which was referred 

to the Committee on Education and the Workforce 

RESOLUTION 

Recognizing the importance of dyslexia and other specific 

learning disabilities and promoting research, education, 

and awareness. 

Whereas this resolution may be cited as the ‘‘Sydney 

Crawford Resolution’’; 

Whereas dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read; 

Whereas a specific learning disability is a brain-based genetic 

characteristic that results in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical 

calculations, and often impacts overall school success; 


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•HRES 623 IH 

Whereas dyslexia is a specific learning disability; 

Whereas common characteristics among people with dyslexia 

include difficulty with phonological processing, spelling, 

and rapid visual-verbal responding; 

Whereas an estimated 10 percent of individuals have some 

form of dyslexia; 

Whereas dyslexia is more common in boys than in girls; 

Whereas specific learning disabilities are highly prevalent yet 

1 in 20 public school students are identified with them; 

Whereas learning and attention issues often affect students 

who have a weakness in a specific skill area, but it is important to recognize that these students have strengths 

in higher-level cognitive functions, such as reasoning, 

critical thinking, concept formation, and problem-solving; 

Whereas dyslexia can be inherited, and recent studies have 

identified a number of genes that may predispose an individual to developing dyslexia; 

Whereas treatment for dyslexia should include modifying 

teaching methods and the educational environment to 

meet the specific needs of the individual with dyslexia; 

Whereas dyslexia affects a wide range of people and produces 

different symptoms at varying degrees of severity so predictions are hard to make; 

Whereas the prognosis for individuals with dyslexia is generally good for individuals whose dyslexia is identified 

early, who have supportive family and friends and a 

strong self-image, and who are involved in a proper remediation program; 

Whereas current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning 


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disabilities, increasing the understanding of the biological 

and possible genetic bases of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability and learning; 

Whereas great progress has been made in understanding 

learning and attention deficient issues at a scientific 

level, including their epidemiology, cognitive and 

neurobiological bases, and in the use of assistive technology to improve access to learning; 

Whereas early identification of learning and attention issues 

is critical and must lead to focused, evidenced-based 

interventions, necessary accommodations, self-awareness, 

self-empowerment, and school and life success; and 

Whereas enforcing existing Federal civil rights and education 

law on this matter will improve access to learning for all: 

Now, therefore, be it 

1 Resolved, That the House of Representatives— 

2 (1) recognizes the importance of conducting re3 search, education, and awareness on dyslexia and 

4 other specific learning disabilities; 

5 (2) recognizes that all people of the United 

6 States should become more informed about and 

7 aware of dyslexia and other specific learning disabil8 ities; 

9 (3) recognizes the importance of acknowledging 

10 the struggles and successes of those, like Sydney 


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•HRES 623 IH 

1 Crawford, who live with dyslexia and other specific 

2 learning disabilities; and 

3 (4) commends the excellent work of organiza4 tions dedicated to dyslexia research to educate, sup5 port, and provide hope for people with dyslexia and 

6 their families. 

Æ 


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